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Show -113- had to be won in the courts, but in order to get into the courts, one had to initiate a strike. Perhaps noxr, with the present provocation, was the time to begin. His dissertation, lasting roughly twice as long as the preceding speaker, interwoven as it xias with anecdotes about such historical strikes as in the coal mines of Colorado, the mills of New Jersey, and the automakers of Detroit, about his own experiences as a member of the Typographer's Union in his early years, was received impatiently hy some, with interest by others; but it brought the meeting back to an atmosphere of calm and reason. When he sat down, he was applauded by the whole assembly, more out of respect for his manner than for his cause. This became apparent when the next two speakers spoke out passionately, one even angrilly, against the idea of striking. Their arguments x-xere the familiar ones: teachers were professionals, not workers; they dealt in public service; they owed their allegiance to their students. Both of them insisted y that the^believed in reform, but gradual reform, through due pro/ess. The angry speaker was booed once or tx^ice by the younger members, and when he had finished speaking, he walked, out of the meeting. During his speech, the Professor's friend had entered the room quietly and stood in the aisle opposite the Professor's seat, leaning against the wotLl, his arms folded. In the quiet, disturbed only by a few titters that followed the previous |